Start a conversation with a greeting and an opener
When to use this goal
For students who respond when spoken to but do not start conversations, or who start by launching into a topic without a greeting or a question. Base the choice on a conversational sample and SLP input. Openers can be prepared on a device or card; conversational style can be the student's own.
- Baseline
- Observe 5 social times when a familiar peer is nearby and available, and record whether the student started a conversation, what the opener was, and whether the peer responded. Ask the student which peers and topics they would like to talk about; openers built on real interests work best.
- Tips
- An opportunity is a social time of at least 5 minutes with an available familiar peer. Score correct when the student starts a conversation with a greeting plus a question or comment the peer can answer, within the first 2 minutes. The peer's response is recorded but not required. Coach peers to respond. Do not score eye contact, posture, or whether the topic is typical for the age group.
- Limits
- Peer availability varies; keep the setting consistent. Structured practice with coached peers may not reflect unstructured settings; include both. Does not measure keeping the conversation going (see se-com-004).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during unstructured time (lunch, before class, a club) with a familiar peer nearby, the student will start a conversation by greeting the peer and asking a question or making a comment the peer can respond to (such as "Hey, did you see the game?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during one social time plus structured practice.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Functional Communication.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Social-Emotional & Communication - Functional Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal454 characters
- By the annual IEP review date, during unstructured time (lunch, before class, a club) with a familiar peer nearby, the student will start a conversation by greeting the peer and asking a question or making a comment the peer can respond to (such as "Hey, did you see the game?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during one social time plus structured practice.
- Timeframe
- By the annual IEP review date
- Condition
- During unstructured time (lunch, before class, a club) with a familiar peer nearby
- Behavior
- The student will start a conversation by greeting the peer and asking a question or making a comment the peer can respond to (such as "Hey, did you see the game?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly during one social time plus structured practice
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly during one social time plus structured practice
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during unstructured time (lunch, before class, a club) with a familiar peer nearby, the student will start a conversation by greeting the peer and asking a question or making a comment the peer can respond to (such as "Hey, did you see the game?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during one social time plus structured practice.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.